AHCI RESEARCH GROUP
Publications
Papers published in international journals,
proceedings of conferences, workshops and books.
OUR RESEARCH
Scientific Publications
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You can use the tag cloud to select only the papers dealing with specific research topics.
You can expand the Abstract, Links and BibTex record for each paper.
2025
Li, J.; Neshaei, S. P.; Müller, L.; Rietsche, R.; Davis, R. L.; Wambsganss, T.
SpatiaLearn: Exploring XR Learning Environments for Reflective Writing Proceedings Article
In: Conf Hum Fact Comput Syst Proc, Association for Computing Machinery, 2025, ISBN: 979-840071395-8 (ISBN).
Abstract | Links | BibTeX | Tags: Adaptive Education, Conversational Agents, Conversational Tutoring, Critical thinking, Extended reality (XR), Immersive, Learning Environments, Metacognitive awareness, Reflective writing, Spatial computing
@inproceedings{li_spatialearn_2025,
title = {SpatiaLearn: Exploring XR Learning Environments for Reflective Writing},
author = {J. Li and S. P. Neshaei and L. Müller and R. Rietsche and R. L. Davis and T. Wambsganss},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-105005757843&doi=10.1145%2f3706599.3719742&partnerID=40&md5=6e9ce83d3508cb377e209edd6884c505},
doi = {10.1145/3706599.3719742},
isbn = {979-840071395-8 (ISBN)},
year = {2025},
date = {2025-01-01},
booktitle = {Conf Hum Fact Comput Syst Proc},
publisher = {Association for Computing Machinery},
abstract = {Reflective writing promotes deeper learning by enhancing metacognitive awareness and critical thinking, but learners often struggle with structuring their reflections and maintaining focus. Generative AI and advances in spatial computing offer promising solutions. Extended reality (XR) environments create immersive, distraction-free settings, while conversational agents use dialog-based scaffolding guides to structure learners’ thoughts. However, research on combining dialog-based scaffolding with XR for reflective writing remains limited. To address this, we introduce SpatiaLearn, an adaptive XR tool that enhances reflective writing through conversational guidance in both traditional and immersive environments. A within-subjects study (N = 19) compared participants’ performance in traditional laptop and XR environments. Qualitative analysis shows the spatial interface enhances engagement but raises challenges like unfamiliar interactions and health concerns, requiring task adaptation for XR. This study advances the design of immersive tools for reflective writing, highlighting both the opportunities and challenges of spatial interfaces. © 2025 Copyright held by the owner/author(s).},
keywords = {Adaptive Education, Conversational Agents, Conversational Tutoring, Critical thinking, Extended reality (XR), Immersive, Learning Environments, Metacognitive awareness, Reflective writing, Spatial computing},
pubstate = {published},
tppubtype = {inproceedings}
}
Reflective writing promotes deeper learning by enhancing metacognitive awareness and critical thinking, but learners often struggle with structuring their reflections and maintaining focus. Generative AI and advances in spatial computing offer promising solutions. Extended reality (XR) environments create immersive, distraction-free settings, while conversational agents use dialog-based scaffolding guides to structure learners’ thoughts. However, research on combining dialog-based scaffolding with XR for reflective writing remains limited. To address this, we introduce SpatiaLearn, an adaptive XR tool that enhances reflective writing through conversational guidance in both traditional and immersive environments. A within-subjects study (N = 19) compared participants’ performance in traditional laptop and XR environments. Qualitative analysis shows the spatial interface enhances engagement but raises challenges like unfamiliar interactions and health concerns, requiring task adaptation for XR. This study advances the design of immersive tools for reflective writing, highlighting both the opportunities and challenges of spatial interfaces. © 2025 Copyright held by the owner/author(s).
2024
Bernetti, I.; Borghini, T.; Capecchi, I.
Integrating Virtual Reality and Artificial Intelligence in Agricultural Planning: Insights from the V.AİḞ.AṘṀ. Application Proceedings Article
In: L.T., De Paolis; P., Arpaia; M., Sacco (Ed.): Lect. Notes Comput. Sci., pp. 342–350, Springer Science and Business Media Deutschland GmbH, 2024, ISBN: 03029743 (ISSN); 978-303171706-2 (ISBN).
Abstract | Links | BibTeX | Tags: Agricultural management, Agricultural planning, Agricultural resources, Artificial intelligence technologies, Collaborative Virtual Reality, Critical thinking, Educational approach, Management applications, Openai, Resource management
@inproceedings{bernetti_integrating_2024,
title = {Integrating Virtual Reality and Artificial Intelligence in Agricultural Planning: Insights from the V.AİḞ.AṘṀ. Application},
author = {I. Bernetti and T. Borghini and I. Capecchi},
editor = {De Paolis L.T. and Arpaia P. and Sacco M.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85204516778&doi=10.1007%2f978-3-031-71707-9_28&partnerID=40&md5=a887379b08dc925667f255cfcacfb4b9},
doi = {10.1007/978-3-031-71707-9_28},
isbn = {03029743 (ISSN); 978-303171706-2 (ISBN)},
year = {2024},
date = {2024-01-01},
booktitle = {Lect. Notes Comput. Sci.},
volume = {15027 LNCS},
pages = {342–350},
publisher = {Springer Science and Business Media Deutschland GmbH},
abstract = {The V.A.I.F.A.R.M. (Virtual and Artificial Intelligence for Farming and Agricultural Resource Management) app explores the integration of collaborative virtual reality (VR) with generative artificial intelligence (AI), specifically utilizing ChatGPT, to enhance educational approaches within agricultural management and planning. This study aims to investigate the educational outcomes associated with the combined use of VR and AI technologies, with a particular focus on their impact on critical thinking, problem-solving abilities, and collaborative learning among university students engaged in agricultural studies. By employing VR, the project creates a simulated agricultural environment where students are tasked with various management and planning activities, offering a practical application of theoretical knowledge. The addition of ChatGPT facilitates interactive, AI-mediated dialogues, challenging students to tackle complex agricultural problems through informed decision-making processes. The research anticipates findings that suggest an improvement in student engagement and a better grasp of complicated agricultural concepts, attributed to the immersive and interactive nature of the learning experience. Furthermore, it examines the role of VR and AI in cultivating essential soft skills critical for the agricultural sector. The study contributes to the understanding of how collaborative VR and generative AI can be effectively combined to advance educational practices in agriculture, aiming for a balanced evaluation of their potential benefits without overstating the outcomes. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.},
keywords = {Agricultural management, Agricultural planning, Agricultural resources, Artificial intelligence technologies, Collaborative Virtual Reality, Critical thinking, Educational approach, Management applications, Openai, Resource management},
pubstate = {published},
tppubtype = {inproceedings}
}
The V.A.I.F.A.R.M. (Virtual and Artificial Intelligence for Farming and Agricultural Resource Management) app explores the integration of collaborative virtual reality (VR) with generative artificial intelligence (AI), specifically utilizing ChatGPT, to enhance educational approaches within agricultural management and planning. This study aims to investigate the educational outcomes associated with the combined use of VR and AI technologies, with a particular focus on their impact on critical thinking, problem-solving abilities, and collaborative learning among university students engaged in agricultural studies. By employing VR, the project creates a simulated agricultural environment where students are tasked with various management and planning activities, offering a practical application of theoretical knowledge. The addition of ChatGPT facilitates interactive, AI-mediated dialogues, challenging students to tackle complex agricultural problems through informed decision-making processes. The research anticipates findings that suggest an improvement in student engagement and a better grasp of complicated agricultural concepts, attributed to the immersive and interactive nature of the learning experience. Furthermore, it examines the role of VR and AI in cultivating essential soft skills critical for the agricultural sector. The study contributes to the understanding of how collaborative VR and generative AI can be effectively combined to advance educational practices in agriculture, aiming for a balanced evaluation of their potential benefits without overstating the outcomes. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.